Cause and Effect Blind Dates

Many people have trouble finding the right person for themselves; however, going on a couple of blind dates could open the door to meeting new people. The whole point of a blind date is to meet someone else that one doesn't know and to get to know him better. The first cause of going on a blind date is that some people are shy and their friends decide to help them out and try to find someone that would be suitable for them.It is an excellent way for the shy people to get out more often. Another cause is to just have a good time. A blind date doesn't have to be about finding the right person, it could be just to have a fun time with someone else. Results from a blind date could differ from certain people. First, the person could have an enjoyable night and might even call his date again for another night together. However, he could also find his date rather uninteresting, thus ruining his night.A second result is that the person could find his date very appealing, but not that special someone he was looking for. Adding on, he could become very good friends with her and meet new people. Since he found her very fun to be with, he could go out more often with her and meet her friends. On the other hand, he could find her appealing, but not interested in spending more time. Either way a blind date has two outcomes. The people on the date could have a really enjoyable time with their date, or it could be a complete waste of time.

Personal narrative essay Essay

â€Å"Don’t Blink† Four hundred and eighty three people, stuck together like glue for the past four years. We all felt as if the day would never come, like seeing it cloud up but never getting any rain, like getting snow on the ground and no snow day. What some people complained about and dreaded going to was something I had grown to enjoy and tend to miss now. After spending four short years in the same routine, going to the same place, seeing my same close friends every day I really learned to enjoy what is happening because it seems like it is there and gone. To me it was really one of those things you could say â€Å"don’t blink because you might miss it.† My first day of high school wasn’t one of those days that hit me as being scary. Although there were many new people, a much bigger building, and only a few friends you could talk to from junior high. For some reason you just really feel a jump in your ego when you walk through those doors. Trying to find a new class room in five minutes was about the hardest thing that day, although as mean as some of them looked, all you had to do was ask an upper classman and you would know right where to go. I was able to make many new friends in high school. Some of them lasting a couple weeks, some maybe through that year, and a few that are still close friends today. Once in my sophomore year I realized that best friends do actually exist. After meeting him in football we started doing everything together. Having somebody to go to and talk with throughout high school was probably the biggest help of all. The years seemed to be flying by, it felt as if the days couldn’t get any longer, but the year itself would be there and gone. My friends and I were growing closer and closer as the weeks went by joining clubs and playing sports just because one another were in them. After sophomore year we all started getting our licenses this was the coolest thing ever, we got the feeling of being free, cruising around together after school and on weekends. Now, half way through the summer leading to our junior year, I had just turned 16. To me this was one of the biggest years of school. I had met some of the best people in my life that are still in it today. I was still hanging out with some really close friends, made another good friend that moved in by me, and found that high school sweet heart, well for that year at least. Finally the big year for me, coming into my senior year and I was already beginning to think about all the friends I wasn’t going to see after that one short year was over. It was getting hard watching everybody pick out a college or university and knowing that we were all going to moving away way to soon. I had joined a work program to give me half days so that I could now afford to drive my truck. Only going to school for five hours a day was making the time really fly by. I was so ready to get through one thing this year though. For the past three years I had been to play with the school band for the upper classes, but finally it was my turn to hear the music. May 20th, 2012. One of the most impacting days of my whole life. I was finally here, we made it. After a long morning of preparation, deciding on the right outfit and taking hundreds of pictures we were finally on our drive there. As our name cards were passed out we lined up next to our closes friends. The one major time I have felt this feeling, we came through a curtain and entered the biggest room I’ve ever seen packed full of cheering parents, finally it was here, graduation. It had come and gone so fast leading me through some of the best life lessons and bringing me to some of my best friends. It seemed like those few hours we were all cracking jokes and trying to laugh just to cover up our real emotions, at least I know I was, after entering this room I was really starting to realize how much I would miss all these people. It came time for me to move away. With my parents and best friend by my side to support me and help me off to college I was finally on my way. High school was now gone and college was here to offer its eye opener, much more homework, many more papers, and much more effort required. It was time for me to learn how to live on my own and support myself. I can’t say this has been one of the easiest tasks to overcome, just getting past the fact of being away from everyone I grew up with and all my close friends. I still talk to most of these people all though it will never be the same as going to school with them every day. All in that one day it was there and gone, I’m glad I didn’t blink because I just might have missed it.

Applying Ethical Frameworks in Practice

Running head: APPLYING ETHICAL FRAMEWORKS IN PRACTICE Applying Ethical Frameworks in Practice Grand Canyon University Ethical Decision Making in Health Care NRS-437v April 14, 2013 Applying Ethical Frameworks in Practice As a nurse it is common knowledge that patient confidentiality is of up most importance. We learn this in nursing school as it is part of the Nursing Code of Ethics and it is a nurse’s duty to keep patient information confidential. (American Nurses Association, 2012).There are however, extenuating circumstances that may require and be appropriate for a nurse to break this rule. As a matter of fact, the nurse could be held responsible if harm came to the patient because she did not speak out. If a patient presents to the ER because he needs stitches in his wrist and tells the nurse that he wants to or was attempting suicide the nurse has a duty to report this and find help for the patient, or possibly the spread of sexually transmitted diseases that are require d by law to report.This paper will provide an overview of ethical implications of a breach of confidentiality, an ethical theory, and alternatives to breaching confidentiality using the framework of ethical decision making and the use and role of an ethics committee. Nurses are entrusted with very private information from patients and along with this the patient expects and the law requires this to be kept confidential The patient gives this information assuming and trusting that the information will be kept private and only used for medical treatment.A breach of confidentiality comes in when the patients’ information has been disclosed to a third party that is not directly involved in the patients care or given without appropriate consent from the patient. (American Medical Association, 2013). Confidentiality should always be maintained except in cases that the law requires reporting or where more harm may come to the patient by respecting this commitment. Some ethical impli cations that may arise as part of breaching patient confidentiality include loosing the trust and respect of our patient and you may cause increased harm to your patient by providing information to a third party that is not required by law. In an article â€Å"Bioethics on NBC’s ER: Betraying Trust or Providing Good Care? When is it OK to Break Confidentiality? † The nurse caused more harm than good by divulging information to the girls’ school. If she would have called the school informing them of knowledge regarding risky and potentially harmful behavior it would have made it ethical. However, the appropriate action was action was taken in the decision to notify the girl’s parents about the cervical cancer.This prevented further harm or death to the child. In this circumstance the ethical theory that would be appropriate is utilitarianism. In utilitarianism, balance is the key. The majority should benefit using this theory. (Purtilo & Doherty, 2011). In this case if the nurse had chosen not to inform the minor child’s parent more harm would have came to the child than good. She may not have received the appropriate care for her condition until it was too late and the cancer had spread.In breaching the confidentiality the nurse created a balance by preventing further harm than necessary to her patient even though she broke the trust that her patient had in the nurse. The nurse however, did not cause a balance that worked towards a greater good when she called the girls school and notified them about the sex parties. She could have let the girl remain anonymous and that would have prevented the majority of the problem. In the nurses attempt to prevent further harm to other children, she actually put her original patient at greater risk by notifying the school and divulging too much information.Using Uustals model of ethical decision making one can find the steps to make ethical and moral decisions to dilemmas that may arise ( Grand Canyon University, 2013). In step one this is where the problem is recognized. The problem in the previously discussed case was that the nurse fought herself on whether or not to disclose the information to the girls parents regarding the cervical cancer diagnosis and on whether or not she should inform the school regarding the sex parties taking place. In the second step the nurse had to identify her own person values as they pertained to the problem at hand.In this case she respected the minors rights but knew not telling would cause further harm and she felt like informing the school could also prevent further spread of STD’s to other students. In the third step the nurse must consider the factors that relate to the problem at hand and consider alternatives to resolve the dilemma. In this situation the factors are breaching confidentiality or protecting the patient from further harm by keeping the information confidential and the patient not being able to receive app ropriate treatment for cancer.Alternatives would have been for the nurse to educate the patient on the importance of getting treatment and possible assisting the patient in informing her parents and the other would have been for the nurse to report to the school that she had knowledge of the sex parties and keeping the names confidential. The fourth step would have been for this nurse to review and categorize the alternatives to come to a conclusion of the alternatives and to decide what is consistent or inconsistent with her own person values.If the patient had been given the option of telling her parents herself this would have been consistent with the nurses values as long as the parents were informed and the patient received appropriate care. Not telling the parents was inconsistent with her values. The fifth step is predicting possible outcomes. If the patients informed her own parents confidentiality would not be breached, therefore; no harm would be caused to the nurse patien t relationship.The sixth step is to find appropriate alternatives from the greatest importance to the least. In this case the patient could have been given the option of informing her own parent and the least desirable option was the nurse telling the parents without the patient’s knowledge. The seventh step is developing an action plan. After giving the minor the option to inform her own parents and she still decided not to tell then the nurse should take actions in her own hands and inform the parents to prevent further harm to the patient.The eighth step is implementation. The plan should have been for the nurse to educate the patient and assist her in telling the patients parents regarding her new diagnosis. The final step is evaluate the action plan. Confidentiality was breached when informing the patients parents but to prevent further harm, however; the school did not need to be given names the nurse should have simply notified the school of her knowledge. There are et hics committees in place to assist with situations such as this.These committees are in place and help support patients rights, and assist clinicians with decision making. They assist with promoting ethical decisions amongst health care providers. These committees review medical records and hold meeting to determine case specific information and communicate between healthcare providers and families at time. The committee will write recommendations based on case information regarding any ethical dilemma that may have arisen during the patients care. (Pearlman, 2010).Many ethical dilemmas will arise during a nurse’s career. Being equipped and knowledgeable in resolving the dilemma is important. It is important to remember that breaching patient confidentiality is against the Nursing Code of Ethics and should be avoided if possible. However, there are times that a nurse is legally liable to make a breach in confidentiality. This type of dilemma should be resolved by causing the least amount of harm to our patients. (Purtilo, 2010) References American Nurses Association (2012). Code of Ethics For Nurses with Interpretive Statements. , retrieved April 2013. , http://nursingworld. org Pearlman, R. A. (2010). Ethics Committees and Ethics Consultation. In (pp. -). University of Washington School of Medicine. , retrieved, April 2013. , http://depts.. washington. edu/bioethics/topics/ethics. html Purtilo, R. & Doherty,R. (2011). . In Ethical Dimensions in the Health Professions (p. ). , retrieved, April 2013. , http://pageburst. elsevier. com/books/978-4377-0896-7/outline/Root

PwC Pays for Priority; New Recruiting Tool for College Students Gives Essay

PwC Pays for Priority; New Recruiting Tool for College Students Gives Accounting Firm Top Billing - Essay Example In this paper, we are going to look at its stretch in expanding its reach as far as accounting is concerned. Its key competitors are KPMG, Ernst & Young, and Deloitte LLP. These firms are all using the same technique to expand their activities; recruiting thousand of undergraduates and graduates as well as promoting these activities through advertisements in media such as Facebook and Twitter (PwC Pays for Priority (article), 2010). PWC has chosen 60 top colleges where it will be channeling funds by sponsoring the education. The top accounting students will get recruitments in the firm as interns for undergraduates and full-time employment for graduates. The competitors have also designed their tactics, they are all competing for new graduates regardless of the current economic crisis all over the world (PwC Pays for Priority (article), 2010). The firm plans to recruit over 5,500 graduates and undergraduates from different colleges and universities in USA. This is the combination of both new employees and interns. Records how that it is an improvement compared to the previous years where it recruited 4,600 last year and 4,800 the year before the previous recruitment. Financial accounting records shows that the firm has been improving as far as its returns are concerned and this has been proven by its $26.57 billion revenue. This was a 1.5% growth from the previous years regardless of the global crisis; Western Europe is the largest company’s source of revenue followed by Caribbean and North America (PwC Pays for Priority (article), 2010). The firm has challenged its competitors in using techniques such as media in the recruiting process and Twitter. In the career pages of the firm, it has equipped it with online chats where recruiters discuss different issues with recruits. This was designed early last year, if any student is interested, he/she will just interact with the recruitment crew and if he/she

Solve problems and show work in problems. #6 Assignment

Solve problems and show work in problems. #6 - Assignment Example Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. Has New Process, Inc. lived up to its internal goal? Cite evidence. No, New Process, Inc. has not lived up to its internal goal. This is because there is a chance of 94.73% of the working days of having fewer than five unfilled orders on hand at the end; however, the goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Let x represents the number of Hondas in the sample of three cars chosen from the top nine. The probability distribution for the number of Hondas in a sample of three cars chosen from the top nine, P(x) is given by Hypergeometric distribution with below parameters: 5. According to the â€Å"January theory,† if the stock market is up for the month of January, it will be up for the year. If it is down in January, it will be down for the year. According to an article in the Wall Street Journal, this theory held for 29 out of the last 34 years. Suppose there is no truth to this theory. What is the probability this could occur by

Public relations Dissertation Example | Topics and Well Written Essays - 7250 words

Public relations - Dissertation Example The field of Public Relations has been rapidly growing of late mostly because of the non-commercial and commercial organizations have started realizing the need for introducing various public relations activities. The means through which the public relations message need to be conveyed has increased considerably in the recent years for instance the cables, internet and satellite are the mass Medias which are unevenly distributed and globalized at the same time. A simple definition of Public Relations can be â€Å"Public Relations is the positive communication of a company or brand's message to all its target audiences is they staff, customers, the general public, the trade or government bodies†. However a more significant distinction by Destiny could be- PR as tactical communication, at a superior stage within the firm, and; PR as largely applied: intended at attaining column inches in the technical journals or favorable remark in the financial press. Public relations have bee n accompanying us for over thousands of years. â€Å"Sematikos† is the Greek term for Public Relations which mean Semantics. During 50 B.C. Julius Caesar created the first campaign memoirs named, â€Å"Caesar’s Gallic Wars†. There he revealed his military utilization strategies to persuade the Roman citizens that he was the best Monarch of the state. St. Augustine, who was a professor of public speaking in Milan during the 394 A.D., used to deliver the usual acclamation to the ruler and was the closest person to a minister for the imperial court. Thus, it can be said that St. Augustine was the first to be charged with public relations function. Thomas Paine wrote a pamphlet named â€Å"The Crisis† In 1776 that convinced the Washington Army to settle and start fighting at a time when there will be a number of people prepared to move towards arid region so that they could flee from the cold and the adversity of a winter operation. He was known as a master o f political communication whose works could easily influence the actions and thoughts of the mass. Lincoln's secretary of state, William Seward, gained a large number of audiences of America, during the year 1861, through his considerate way of speaking by the efficient usage of the press. He stated, "I speak to the newspapers – they have a large audience and can repeat a thousand times what I want to impress on the public.† In the year 1963, John Marston held a perception of PR which is still considered as true in today’s context, which says, â€Å"a brotherhood of some 100,000 whose common bond is its profession and whose common woe is that no two of them can ever quite agree on what that profession is â€Å"Public Relations has been defined in different ways by a variety of scholars and practitioners in which the term â€Å"management† has been used largely. The definition of Public Relations as stated by Grunig and Hunt says â€Å"management of comm unication between an organization and its publics†; Ledingham and Bruning described PR specifically as â€Å"relationship management† while the argument by Cutlip states that PR is â€Å"the management function that establishes and maintains mutually beneficial relationships between an organization and the public on whom its success and failure depends† According to Kitchen and Papasolomou, several scholar states that PR

Show as below Research Paper Example | Topics and Well Written Essays - 1250 words

Show as below - Research Paper Example So, both these novels will be discussed and compared in the context of the American Southern literature and its characteristics, particularly through the key themes and symbols of racism and female subjugation, and how it reflected the society of those times. Southern literature refers to the American literature which is about the Southern part of the United States or written by writers from that region and so it will reflect certain similar characteristics. â€Å"Southern literature announces the conjunction of the US South and an expressive art — texts identified as belonging to a particular history, social organization, and cultural imaginary† (MacKethan). Some of the characteristics of Southern literature are slavery, relationship between man and nature, religious fervor, a sense of justice, female subjugation, and many more. When one focuses on Mark Twain’s The Adventures of Huckleberry Finn, it is evident that the novel featured many of the above characteristics with many readers and critics considering it to be the most influential Southern novel of the nineteenth century because of its frank dealing of the above aspects particularly racism and religion. This novel deals with the adventurous journey undertaken by Huckleberry "Huck" Finn and Jim along the Mississippi River. The novel is told in an episodic structure, with new characters entering and leaving the story, even as the two lead characters experience different and intricate facets of racism. On the other hand, and Zora Neale Hurston’s Their Eyes Were Watching God is about the life and times of Janie Crawford, a middle-aged African woman. When she returns to her hometown of Eatonville, Florida, after a long gap, she goes down on the memory lane by talking to her friend Pheoby Watson. She talks about her life and how men in her life brought out certain traits, particularly her wish to live a life on her own terms,

Writing Assignment # 1 Essay Example | Topics and Well Written Essays - 750 words

Writing Assignment # 1 - Essay Example question the article is trying to resolve is; â€Å"What are the issues and trends that HR professionals expect to have the most impact on shaping the field of human resource management in the next few years and the solutions HR professionals are using to prepare to respond to these trends?† (SHRM, 2013, P. 64). The most important information is the top ten trends that have been recurrent over the years. These serve as a starting point to acknowledge the challenges HR professionals are bound to encounter now and in the future hence be able to come up with measures to cope with challenges. The key trends that continue posing challenge to HRM include: High cost of healthcare, competitive global environment, complex legal environment and changes to laws, aging workforce and retirement of Baby Boomers, lack of skilled workers, economic uncertainty and volatility, and greater demand for work/life balance (SHRM, 2013, p. 4). Due to these trends, HR executives will face many challenges in future including retaining and rewarding best employees, succession planning, creating a corporate culture that attracts potential recruits, maintaining competitive edge in talent market as well as finding people with specialized skills (SHRM, 2013, P. 7). Myrtle (2015, p. 26) asserts that in some regions, over 60 percent of organizations face difficulties hiring workers with critical skills. In response to these trends, HR professionals are taking various actions. One of the actions being taken is recruiting, retaining and developing employees to bridge the skill gap. They are also embracing technology such as e-learning, use social networking sites for myriad of purposes such as recruitment, and ttechnology-based employee and manager self-service applications (p. 6). Legal compliance is also top on the agenda. The author divides the trends into four groups: demographics and society, economics and employment, science and technology, public policy and law. This is supported by Myrtle

Leadership and Sustainability in Business Essay

Leadership and Sustainability in Business - Essay Example On the other hand, leadership is the process by which an individual influences another individual or a group of individuals to support and collectively reach the objective. Apart from the aforementioned definition, leadership can also be defined as the process of systematizing and categorizing a group of individuals in order to achieve the objective. Therefore, from the above statements, sustainability and leadership are two terms of different context. However, when collated, they provide a different meaning altogether. Sustainable leadership is referred to as a type of leadership which benefits the organizations in the long run by influencing the people positively, exhibiting the values of the society, and initiating change. An effective sustainable leadership consists of 3 components, namely moral values, creativity, and influence. Moral values are the level at which an individual identifies and supports the values of civilization. The value that portrays the mutual care of mankind depicts the moral values. Influence is the capability to modify one’s behavior. Creativity is the ability to portray innovative ideas and the enthusiasm to undertake risk. In the context of this project, Oman Air will be chosen as the organization by the example of which the aforementioned terms of leadership and sustainability will be portrayed. The report will also shed light on ‘women as leaders’. This will emphasize on the acceptance of female leaders in the society. The report will highlight the leadership theories as well as the changing leadership styles. Apart from that, leadership in youth and characteristics of a good leader will be illustrated. However, the topics that will be covered will relate to Oman Air. Therefore, to continue with the project, a brief overview of Oman Air is presented below. A Brief Overview of Oman Air Oman Air is an airline company presently headquartered at Muscat, Oman. The company was established in the year 1993 (Oman Air, n.d.). It is also the national air carrier of Oman. It was founded by the sultanate of Oman’s Civil Aviation. The company provides services for domestic as well as international customers. Regional Taxi and Charter Flights services are also offered by the company. Oman Air operates with around 300 flights a week. It has a network of 36 destinations spread over 19 countries of the world. Apart from this, the company offers a lot of valuable services to its customers (Flightpedia, n.d.). Recently the company became the sole air carrier to offer Wi-Fi services as well as mobile services. During the date of its incorporation, Oman Air remained thoroughly professional. It has added many feathers to the cap; the company has recently won Airline of the Year award at France’s Laurier d’Or du Voyage d’Affaires. In the early 2011, the company was promoted to a 4 stars air carrier while its business class was acknowledged as 5 stars and went on to win the Best Airl ine Seat award from Skytrax. With the modernization of technology, air transport is becoming a complex venture; however, in the past, the Oman Air has successfully identified its areas of strength and accordingly transformed itself. A team of dedicated workforce, skilled pilots, and niche operating routes has highly contributed to achieving competency. However, in context of leadership and

Philosophy The New Testament Essay Example for Free

Philosophy The New Testament Essay It is a well known fact that the Bible is at the head of the list of the most widely read books in the whole world. Moreover, it seems that with time the Bible only expands its range of influence as this text is being constantly examined by representatives of various religious groups, by historians, by philosophers, and by many other people. In this regard, what makes the Bible such a prolific and unique religious and historical text is its wide scope of significance and various patters of meaning in it which, depending on the employed analytical tools, can contain different messages within the same parts of the text. Let us on the example of the excerpt from the twelfth chapter of the Gospel of Mark in the New Testament try to find out how meaning and significance are encoded in the Biblical texts, and what approaches readers can use to extract messages contained in these writings. The larger context of the chapter with the passage devoted to the question about the resurrection The excerpt that we are about to explain in a systematic way is tentatively called â€Å"The Question about the Resurrection† in the book of Kurt Aland â€Å"Synopsis of the Four Gospels†. Indeed, this part of the twelfth chapter of the Gospel of Mark is dealing with the question that at first might seem to undermine the very idea of resurrection, and is giving the answer of Jesus Christ to that apparent dilemma. However, before going into the details of the polemics between Christ and Sadducees, it would be helpful to consider the general content of the chapter, so that we could better appreciate the context in which the question about the resurrection is discussed. The excerpt about the resurrection issue is preceded by the mentioning that Jesus had started speaking in parables. In accordance with this, in the first part of the twelfth chapter the parable of the tenants is given, then a famous answer of Christ about paying of taxes to Caesar follows, then goes the question about the resurrection, and before its end the chapter also includes several other important teachings of Christ. What unites all of these sub-parts of the twelfth chapter of the Gospel of Mark is that most of them, including the question about the resurrection, give account of the immediate instances of communication of Christ with people who are integral participants of dialogs, so that their questions and answers shape the way Christ responds and teaches. Meaning conveyed by the form of the passage devoted to the question about the resurrection With this larger context of the twelfth chapter of the Gospel of Mark in mind, we can start the analysis of the excerpt devoted to the issue of the resurrection. The excerpt begins with the description of the provoking behavior of Sadducees, who, similarly to those who just before them had tried to provoke Jesus by asking about payment of taxes to Caesar, compose a sophisticated case against the plausibility of the resurrection. That Sadducees are characterized as those â€Å"who say that there is no resurrection† (Mark 12. 8) instantly suggests that their intent in not an honest inquiry, but a hidden desire to disprove the teaching of Jesus. Besides, the strict succession and logical structure of the formulation of their question makes us think that it had been prepared well in advance, maybe even specifically for this encounter with Christ. For example, the question as voiced by Sadducees begins with the phrase: â€Å". . . Teacher, Moses wrote for us that if . . . † (Mark 12. 18). In this way, while formally appealing to the wisdom of Christ as the teacher, Sadducees actually advance their own vision of things, and so, along with Pharisees and Herodians, are on one hand presented as tempters of Christ, and on the other hand may be viewed as representatives of the limited earthly wisdom. This impression is also bolstered by the artificiality of the case of a woman who had married seven brothers, which seems to be a very unlikely occasion, or at least the one extremely rare. Ironically, for the purpose of the argumentation Sadducees might well deal only with the example of two brothers and one wife, so the fact that they went as far as mentioning the seventh brother may be interpreted as bespeaking their blind striving for their self-assertion as intellectually superior to others, including Jesus Christ. In reality, it is exactly this type of arrogance that is often reproached by the Bible, and this part of the passage about the resurrection offers perhaps one of the best instances of such hidden criticism. However, for those who might omit this implicit negative stance towards the arrogance of Sadducees, an open criticism of their quasi-intellectualism voiced by Christ quickly follows. In his answer to Sadducees Christ does not allow them to draw him into the format of the discussion that Sadducees had striven to create to achieve their own aim of confusing Jesus, but rather outright rejects the very premises of their line of argumentation as the ones completely ignorant of the subject of the discussion. In this way, Christ is actually shown by the text to masterfully possess skills of argumentative dialogue as he is able to change the form of the dialogue, which is persuasively shown by the observation later in the text of the twelfth chapter of the Gospel of Mark that says: â€Å". . . And after that no one [including Sadducees] dared to ask him any question. . . † (Mark 12. 34). So, to summarize on this point, the changes in the form of the passage about the resurrection from what starts as an instance of communication presumably controlled by Sadducees into the one ultimately controlled by Christ carries in it the wider meaning directed at the instigation of readers to think by analogy, and to compare the form of the dialog between Sadducees and Christ with other passages in the Bible, and with instances from our everyday life. Significance of the content of the passage devoted to the question about the resurrection Aside from its instructive form, the passage about the resurrection is very important in terms of the significance of its content. In fact, this excerpt is devoted to one of the key notions of the very Christian religion in which the miracle of resurrection serves as the manifestation of the power of God to defeat even death. Therefore, any passage in the Bible that clarifies this conception is significant, not to mention excerpts akin to the one we are examining that directly deal with the matter of the resurrection. In this respect, the peculiarity of the contribution that the twelfth chapter of the Gospel of Mark makes to this issue is not so much that it tells us what is the resurrection, but that it rather provides Chirst`s explanation of what the resurrection is not. In the context of the question of Sadducees, Christ explains that it is wrong to apply to those who are dead the familiar earthly notion of marriage, because â€Å". . . when they rise from the dead, they neither marry nor are given in marriage. . . † (Mark 12. 25). In the line 27 Christ also points out that God is â€Å". . . not God the dead, but of the living. . . † (Mark 12. 27). It is this powerful denial of superficial views on the resurrection held by Sadducees that is the essence of Christ`s indignant response to the question about the resurrection and of his attempt to show that it is fundamentally ill-formulated. Moreover, in the studied passage we also can find some hints as to what the resurrection is like. Jesus briefly comments that after the dead are risen they â€Å"are like angels in heaven† (Mark 12. 25). Still, it seems that this characterization is simultaneously equally used to further bolster the description of what the resurrection is not, as the comparison of people who have been risen with angels carries the theme of the discussion away from the material world on which Sadducees seem to be overly focused. Thus, readers who seek explanations for some crucial religious ideas may view the studied passage that examines the question about the resurrection as primarily one of those parts of the Bible that provide the firsthand account of the theological aspects of teachings of Jesus Christ. Conclusion As we can see, the Bible, being the text that pretends to give an account of historical events and at the same time to send universal and timeless messages, indeed works on many levels that coexist within the same biblical texts, and mutually reinforce one another by enhancing their significance and by highlighting various patters of meaning that they contain. More specifically, in the passage devoted to the question of the resurrection the form of the text as if works to copy the conversational and emotional aspects of what might have been an actual argumentative tug of war between Sadducees and Christ in which Jesus had the final word. So, in this regard the Bible has the function of a historical document. At the same time, the content of this passage, which sheds light on the phenomenon of the resurrection, has the life of its own because this excerpt also has the function of a religious text that elucidates important elements of the Christian doctrine.

Roles and Functions of Social Workers in England and Wales

Roles and Functions of Social Workers in England and Wales Introduction The definition of social work is very complex and controversial. There is no generally accepted definition of what social work is. Social work sits within the broader range of the social care sphere. (Horner, 2003, p.2) There are three views of social work. The first is the reflexive-therapeutic views. This view sees social work as seeking the best possible well being for individuals, groups and communities in society. (Payne, 1997, p.4) The other view is the socialist-collectivist views; this view sees social work as seeking cooperation and mutual support in society so that oppressed and disadvantaged people can gain power over their own lives. (Payne, 1997, p.4) The last view is the individualist-reformist views. This view sees social work as an aspect of welfare services to individuals in society. (Payne, 1997, p.4) There is a general consensus amongst writers that the three different views are present within the social work discourse. (Payne, 1997, p.6) The International Association of Schools of Social Work and the International Federation of Social Workers defined social work as a profession that, ‘’promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well beingsocial work intervenes at the points where people interact with their environment. Principles of human rights and social justice are fundamental to social work ’’. (Citied in Horner, 2003, p.2) Another definition of social work that was propounded by the former minister for health, Jacqui Smith is as follows, ‘’social work is a very practical job. It is about protecting people and changing their lives, not about being able to give a fluent and theoretical explanation of why they got in to difficulties in the first place .New degree courses must ensure that theory and research directly informs and supports practice. The requirements for social training work set out the minimum standards for entry to social work degree courses and for the teaching and assessment that social work students must receive ’’. (Horner, 2003, p.2) The major difference between these two definitions is that the first definition fails to emphasise the control element of social work practice, which involves the use of legislation by the state to intervene and protect vulnerable children and young people who are at risk, to enforce mental health treatment and services and to pr otect vulnerable older people. (Horner, 2003, p.3) The second definition focuses on social work as a ‘rational technical activity and its inherent anti-intellectualism’. (Horner, 2003, p.3) This essay will examine the current roles and functions of social workers in England and Wales. Key roles and skills of social workers A lot is expected from social workers. Society expects social workers to protect and care for citizens deemed in need of protection and care and at the same time to care and protect the community as a whole. (Horner, 2003, p.5) A social worker is employed by the local authority, on behalf of the state and has to work within the confines and constraints of the law. (Horner, 2003, p.4) A social worker must at all times been conversant with relevant legislation and procedure and must abide to them. The social worker is always faced with balancing the rights of vulnerable individuals to fulfil their wishes, whilst at the same time carrying out the state’s need to protect all vulnerable people, sometimes by restricting rights and liberty of others. (Horner, 2003, p.4) Generally, a social worker is there to give help and support to people who are going through a difficult patch in their lives. A social worker has to ensure that the rights of service users are identified and promoted. (Lymbery and Postle, 2007, p.23) A social worker is a paid professional, ‘’who aims to assist people in overcoming serious difficulties in their lives by providing care, protection or counselling or through social support, advocacy and community work’’. (Collins, 2006, p.516) The role of a social worker is to assist people who are socially excluded from society and are experiencing difficulties in their lives, to get back on their feet. The process of social exclusion revolves around five components: poverty and low income; lack of access to the job market; lack of social support and networks; the overall condition of the local neighbourhood; and exclusion from services. (Collins, 2006, p.505) The role of the social worker is to tackle social exclusion and promote social inclusion. The social worker needs to address approach to practice that will effectively strengthen social networks, maximise options for income and ensure that services are more accessible. (Collins, 2006, p.505) Social workers have specific legal duties that distinguish them from other groups. A social worker investigates allegations of child abuse. A social worker can apply where necessary and appropriate for a person to be detained in hospital, when his or her mental state presents a risk of harm to self or to other members of the public. A social worker also supervises children in care of the local authority. (Thompson, 2000, p.2) A social worker requires skills in making assessments personally or jointly with service users and their families in order to discover the strengths, needs and preferred need for each particular service user. The social worker needs to treat each service user as a unique individual and accord the service user the respect he or she deserves. A social worker should be skilled and knowledgeable on how to handle hostile and aggressive situations, without putting her safety or the service user at risk. Most importantly, knowledge of the law, policies and regulations affecting social work practice must be mastered by the social worker. A social worker is charged with caring for the entire community by protecting and promoting the welfare of the community as well as that of the individual. This might mean enforcing some elements of control over an individual. This at times leads to conflicts and tensions as the social worker is caught in between the community and the individual. (Thompson, 2000, p.3) Social workers work with young people and their families as well as the elderly. Social work is divided in to adult services and Children services. Adult services includes, working with people with mental health problems or learning disability. Adult services can also include working with people in residential care, working with offenders in the community or working with the elderly. Children and family social work, is a branch of social work, where the social worker provides assistance and advice to keep families together. It can also involve work in children’s home or providing support to younger people leaving care. I will focus on children and families social work. Social work with children and families spans a wide range of activities primarily directed at protecting the child. (Cree and Davis, 2007, p.15) It is often a very controversial and volatile area because of the state interference with family life. The government has introduced a lot of policy and organisational changes in children and family services in recent years that have greatly changed the terrain of children and family social work. The 1989 and 2004 Children Acts as well as key policy document such as Department for Education and Skills 2003, Department of Health and Department for Education and Skills 2004 and Secretary of State for Health 2003, have all combined to create a role for social workers which combines contributing to the assessment of the needs of children and young people, protecting them from harm and consulting with other relevant agencies to deliver services that promotes the children’s well being and s afety in partnership with the social workers and their families. (Cree and Davis, 2007, p.15) Social work within the social policy frame work Collins defined social policy as, ‘’government policy in the area of welfare, and the academic study of its development, implementation and impact’’ (Collins, 2006, p.507) Modern social work is no longer based on the poor law parish structure, but is governed by legislation and delivered through local government structures, however, some voluntary sector organisations, many of which have their origins in the established and non-conformist churches still provide some services for those that are socially excluded. (Horner, 2003, p.17) Contemporary social work can be seen to play a crucial role in relation to current social problems, concerns about wide spread substance abuse and problems of social disintegration among others. (Horner, 2003, p.26) Social work deteriorated in the 1980s and 1990s in Britain under the Conservative government. There was little direct political concern with social services during the Conservative, Thatcher administration. (Payne, 2005, p.97)The reasons for the deterioration were: ‘’service failures, particularly in the area of child protection; a professional attack, both from the right wing and the left wing on its social policing role and a political attack on its role in the welfare state’’. (Payne, 2005, p.94) The Labour government under Tony Blair came in to power in 1997. According to Payne, ‘while social care was not a major plank of policy, it was affected by general government policies and priorities, which focused on education and health’’. (Payne, 2005, p.103) The government initiated a modernization agenda which focused on effective delivery of services; including cooperation amongst the multi-agencies and involving service users’ ow n priorities. The government laid a lot of emphasis on improved care for children and the mentally ill. However, most of the labour government’s policy were slowing building on past policies and did not take a new direction. (Payne, 2005, p.103) The labour government introduced the quality improvement projects. The labour government also brought about increased legislation in to the realm of social work. The General Social Care Council was also set up to take over responsibility for regulating social work education. Mental health social work has seen a lot of changes in recent years. The 1980s and 1990s saw the closure of the many long stay Victorian asylums and the development of community based alternatives. (Cree and Davis, 2007, p.60) The Mental Health Act 1983 was a land mark legislation in many respects. Section 114 of the Act requires local authorities to provide an approved social worker for mental health service users. The NHS and Community Care Act 1990 provided a frame work for the organisation and delivery of services under existing legislation. The Act tried to alter the balance of care in four fundamental directions: ‘’ from institutional care to community based care; from public sector to independent sector provision; from NHS to local government responsibilities and from supply led services to needs led services’’. (Horner, 2003, p.76) The social worker had a key role to play in identifying the range and location of services. (Horner, 2003, p.77) The Children’s Act 1989 reformed the law relating to children. Contemporary social work practice with children, young people and their families is largely governed by the Children’s Act of 1989. (Horner, 2003, p.46) The Children’s Act 2004 provides the legal basis on how social workers, collaborate with other agencies to ensure that the best interest of the child is protected and achieved at all times. The Human Rights Act 1988, incorporated in to English laws, the European Convention on Human Rights. It gives individuals the power to challenge gross abuses of civil liberties and it also requires legal an administrative action to take account of human rights in the course of any action they under take. (Payne, 2005, p.104) The future of social work in England and Wales appear to lie in a range of roles in diverse services, heavily regulated by the government and the development of multi professional work, where the social worker interacts with other professions roles. (Payne, 2005, p.105) Professional principles and values of social work Social work is a highly regulated profession these days. It is a very difficult and complex profession and any one coming in to the profession will need to exhibit the right temperament. You will need to be in control of your emotions at all times and also avoid being judgemental or stereotyping people. There are professional principles and values social workers must exhibit. A social worker at all times must maintain the dignity and worth of service users. The social worker should always bear in mind, that she is there to help the service user get back on his feet and not to control him or run his life. A social worker ought to be aware and value the rights and duties of individuals, their families, groups and the entire community at all times. A social worker must believe in the principle of social justice. This includes ‘’fair access to public services and benefits to achieve human potentials; social development and environmental management in the interests of present and future human welfare’’. (Horner, 2003, p.135) A social worker will need to treat all service users with respect and without any bias based on their sex, colour, or creed. For example, a social worker should have an open mind when working with a paedophile or some one that is mentally unwell. A social worker’s primary objective is the promotion of social justice. The social worker has as one of his fundamental goals, to meet the personal and social needs of service users in order to help them meet and develop their potentials. One core value of the social worker is confidentiality. A social worker must maintain absolute confidentiality when dealing with a service user. The social worker should not divulge any information without first obtaining the consent of the service user. This also goes to show that the case worker respects the service user. A social worker must possess integrity. This comprises all the elements of honesty, reliability, openness, equity, and fairness. A social worker needs to be competent in the discharge of her duties. This entails keeping abreast with new laws and legislations in the field of social work. A social worker needs to address at all times, injustice in the system and explore ways of eliminating them. The social worker should also expose any bad policies that contribute to hardship and social exclusion in society. The social worker should also at all time up hold the civil and political rights of service users as well as their economic and social rights. Conclusion Social work has a long way. The profession of social worker is highly regulated today in England and Wales. The work of the social worker is to help vulnerable people in the society, within the constraints of legislations, so that they can get back on to their feet and get on with their lives. A lot of professional principles and values are expected to be imbibed by the modern social worker. Despite the very complex nature of social work and countless policies and legislation, the value of the social worker in our society today can not be overemphasised. Social workers today are highly trained professionals who despite their challenging and demanding jobs continue to ensure that vulnerable people and those that are socially excluded are given all the protection and support they need in order for them to take back control of their lives. Bibliography Collins (2002) Internet based dictionary of social work, Harper Collins, Glasgow Cree, V.E and Davis, A (2002) Social work, voice from the inside, Routledge, Oxon Horner, N (2003) What is Social work? Context and Perspectives, Learning Matters, Exeter Koprowska, J (2008) Communications and interpersonal skills in social work, 2nd Edition, Learning Matters, Exeter Lymbery, M and Postle, K (2007) Social work: A companion to learning, SAGE, London Payne, M (1997) Modern social work theory, Palgrave Macmillan, Basingstoke Payne, M (2005) The origins of social work, Palgrave Macmillan, Basingstoke Shardlow, S and Payne, M (1998) Contemporary issues in social work: Western Europe, Arena, Aldershot Thompson, N (2000) Understanding social work, Palgrave Macmillan, Basingstoke

The Organizational Theories of Max Weber

The Organizational Theories of Max Weber Bureaucracy is a distinct concept within organizational settings since it exemplifies a working organizational design as per the ideologies of Max Weber. The principles of bureaucracy derive their basis from the organizational practices and theory. It is thus noted that Weber deduced that bureaucratic organizations conformed to streamlined organizational practices and constructs that improved productivity and efficiency. Diverse factors contributed to efficiency and productivity thus a rational career structure that typifies relations among positions. It is equally noted that such positions are arranged in reference to hierarchy thus according rights, responsibilities to the position within the hierarchy. It is noted that Weber stressed that current bureaucracies need to be managed in accordance to the stipulated rules, procedures and policies that can be learnt. Furthermore, a need arises to record events and transactions so that corrective measures can be initiated. In as much as t he current understanding of bureaucracy differs from Webers ideologies, it is crucial to exemplify its ideal characteristics, the roles of power and authority, the models weaknesses and potency. Bureaucracy as per the ideologies of Weber is characterized by specification of jobs consequently illuminating scope of authority, rights and responsibilities. It is crucial to understand the concept of job specification within the constraints of organizational theory since it highlights the strategies required to satisfactorily complete a task. Arguments by technocrats posit that specification of jobs accords a worker the right to engage in practices within the organization thus attaining stipulated objectives. It is also argued that Weber shunned the operational and tactical levels of an organization consequently focusing on the managerial levels thus limiting specialization (Du Gay, 2000). Authority is a distinct concept that exemplifies bureaucracy, it is thus crucial to deduce this concept by analysis of theoretical constructs and literature. First, authority is widely deduced as the legitimate use of power within the constraints of an organization. Such an organization needs to be defined by rules that enhance appropriate relations. Secondly, authority is derived from a position within an organization and not a person. Assumptions made indicate that for a person to reach a position of authority he or she must be subjected to scrutiny. This is with reference to seniority and skills; furthermore, this process should be conducted in a legitimate and organizational based manner. This will consolidate the position consequently making it simple to exercise authority. Another assumption pertaining to authority is that an individual may lose his or her authority, upon deviation from the norms established within an organization (Clegg, Kornberger Pitsis, 2008). This is part of the discipline process and adherence to the stipulated policies, laws and regulations. As illustrated in popular literature, power and authority assumes a personal dimension. This contradicts Webers ideologies on bureaucracy (Daft, 2007). Organizations are consequently urged to strive to enhance legitimate authority controlled by respect for personnel rights and responsibilities. Centralization is a key bureaucratic concept that needs to be explored by drawing reference to the organizational theory. This highlights the organizational level constructs which are cogent and indispensable for a functional bureaucracy. In order to explore this concept further, it is crucial to hypothesize the degree of specialization since it emphasizes distinct roles played by organizational members; thus, centralization refers to the extent to which such roles are correlated. This is by relations that draw their functionality from a familiar central position or set of positions with the ability to issue commands. Organizational theory and literature affirm that the degrees of centralization in organizations are different. This means that some organizations are more centralized thus they have a single center of command through which all decisions pass. This characterizes a typical bureaucracy thus indicating that possible deviations from this concept lack the spirit and letter of Webers ideologies. A key concept pertaining to centralization indicates that growth in bureaucracy is commensurate to increase in the level of centralization. However, when the level of centralization in an organization is high then the ability to communicate among the members is significantly diminished. This is because other aspects of the bureaucratic organizational design such as formalization and specialization are increasingly manifested (Clegg, Kornberger Pitsis, 2008). Additional key arguments pertaining to centralization indicate that large organizations with departments responsible for definite processes are habitually accorded the opportunity to make their own decisions. This means that when organizations become increasingly large, they decentralize in order to enhance competence and productivity. The classical theory provides insight thus comprehending the concept of centralization through reconciliation of the contrary requisites of centralization and decentralization to attain flexibility in the functioning of different constituents of an organization. Several theories and practices as pertains to public administration equally illuminate the concept of centralization. First, it is a move based on increased administrative competency consequently empowering leaders to engage in elaborate decision-making exercises. Secondly, centralization in the public sector is based on the need to provide uniform services to the people. This becomes simpler when the power to make decisions is with a well-defined position (Denhardt, 2007). Rules within the bureaucratic model constitute the formalization process. These are exemplified by processes or procedures that exemplify the goals and objectives of an organization. These rules are derived from written manuals, policy documents or job descriptions that indicate the rights, as well as the duties of personnel. The classical theory indicates that organizations that are more developed rely, on formal structures such as policies and rules, to achieve discipline and concerted efforts. This is because decision making authorities are unlikely to maintain discipline and control through observing the actions of employees. Furthermore, such actions will only result to conflicts and diminished levels of understanding. It is worth mentioning that Webers ideologies on rules are best exemplified when they are formally coded. The rules that specify tasks need to be distinct and specific; furthermore, they need to be achieved by formal categories of personnel who are qualified and c omprehend the nature of the tasks. Hierarchy is an important constituent of bureaucracy since it supports other organizational attributes such as specialization and centralization. Weber highlights a key constituent of hierarchy, which entails span of control and reporting process. This means that there should be a clear illustration of which leader or manager reports to whom. This enhances unity of command or direction consequently exemplifying the principles of management as fronted by Fayol (Daft, 2007). At this point, it is interesting to note that the characteristics of an ideal bureaucracy are related to the aspects fronted by Fayol with regards to the principles of management. In the event that spans of control are diminished thus the employees reporting to a supervisor are few then the hierarchy assumes a tall stature; furthermore, the vice versa is equally true. A key definitive principle of hierarchy indicates that it is an aspect of complex systems, which are likely to evolve rapidly when stable intermediar y forms are exemplified (Morgan, 1995). Diverse positions within a hierarchy require different qualifications; thus, the need to adopt a clear career structure. This means that personnel can only be promoted on the basis of seniority or distinguished performance within the organization. This will enhance the level of respect for the hierarchy within the organization. It is not forgotten that positions in a hierarchy are paid differently since they carry out different functions and roles. Supervision of personnel is a key concept in bureaucracy since it enhances growth of organizations. The process ensures that personnel act in accordance with the knowledge descriptions that exemplify their roles. Supervision as per the administrative theory fronted by Fayol enhances adherence to rules and technical specifications. It is crucial to highlight that supervision draws recognition for the hierarchy within an organization together with the sources of power. Grey and Willmott indicate that organizational supervision is the key to governance within an institution (Grey and Willmott, 2005). In order to accord the supervision process increased influence, it is crucial to train employees on requirements so that the supervision process does not seem like a learning process. Supervision and training reduces the problems that are associated with specialization within an organization thus the need to ensure they are included in organizational processes (Clegg, Kornberger Pitsis, 2008). Power and authority play distinct roles within an organization as exemplified by the bureaucracy model. It is notable that the cornerstone of any organization that enables it achieves its goals and objectives are the people. This means that power and authority focus on enhancing relations among people. This concept is further exemplified by the argument, which states that loyalty in an organization is directed towards a position and not personalities. This culminates in the impersonality of relations thus focusing on objectives and roles. An additional argument indicates that exercising power and authority in reference to Webers principles means that rules, directives, and discretion are applied uniformly (Daft, 2007). This is concerning definite situations in organizational settings. In the end, this positively influences organizational practices thus facilitating growth. Secondly, power and authority is instrumental in enhancing communication within an organization (Daft, 2007). This is concerning communication theories within organizations, which highlights that top leaders usually surround themselves with loyal executives. This is to stay in touch with events taking place within organizations. It is further acknowledged that authority makes it simple to issue directives to this effect. Furthermore, authority and power makes it simple to build alliances since it enhances unity in direction. Consider the following hypothesis; a management team that supports a leaders decisions and policies contribute to the alliance building within an organization. This ideology works in a reverse direction since lower-level managers can exercise greater authority. This enhances building alliances especially when they relate positively with their superiors. Empowerment is a theory explored within the organizational setting that differs significantly from Webers ideologies; however, technocrats argue that it exemplifies bureaucracy in light of the changing organizational environment. It entails pushing power and authority down the organization to enable the lower-level managers to achieve their target. This eventually contributes to the attainment of organizational goals and objectives (Daft, 2007). Power and authority in this scenario aids in the sharing of responsibilities and delegation of roles. In order to attain significant empowerment levels in an organization, it is crucial that, employees receive information concerning the performance of an organization. Secondly, employees need to draw sufficient power to make decisions (Daft, 2007). Thirdly, employees need to have abilities and skills to make use of the power accorded to them. Resource dependence as a theory exemplified during the 1970s exemplifies the role of power and authority in an organization (Clegg, Kornberger Pitsis, 2008). It states that these aspects define the organizational structure by highlighting organizational considerations. This theory departs from the traditional explanations that expound the formal structure. It is noted that this status is achieved when power and authority are utilized to maintain organizational autonomy. This eventually makes an organization stand out, upon comparison to other entities in the society. Power and authority necessitates a shift from productivity and efficiency as the sole determinants of the success of an organization. It exemplifies the fact that efficiency can only be attained when relevant entities exercise power so as to achieve control and command. It is thus reinstated that power and authority exemplifies an organizations structure making it distinct. This makes it stand out in the market, a facto r that contributes to success and proper positioning. It has been fronted within organizational settings that Fayols theory with regard to management functions can only be attained when power and authority are exercised with reference to bureaucracy. It is necessary to mention the management functions which include planning and control; furthermore, organizing and leading are equally crucial. These functions can only be attained when a leader, executive or related personnel within an organization can exercise authority consequently wielding substantive power. The strengths of organizations that are aligned to bureaucracy are best illustrated by the specialization of tasks. Literature indicates that this enables employees to gather skills on a particular activity within an organization consequently doing it well, upon comparison to job rotation which culminates in diminished specialization levels. It is thus noted that this model augments the efficiency with which tasks are handled in an organization. It is necessary to illustrate the Japanese theory of management, which advocates for job rotation and its effects on an organization (Grey and Willmott, 2005). This can be summarized as lack of specialization such that tasks are accomplished by persons who lack refined knowledge. It is further noted that Webers ideologies on specialization can be equated to Fayols administrative theory. The second strength of bureaucracy is exemplified by the principle of a well-defined career structure. This means that promotion to a senior level or position within a hierarchy is attained on the basis of seniority or attaining the relevant qualifications. It is affirmed that this accords legitimacy to the authority and power wielded by positions within an organization (Grey and Willmott, 2005). Thirdly, bureaucracy allows for the incorporation rules and procedures that guide the actions of employees within an organization. These rules equally stipulate the rights of such employees. This ultimately reduces the need for supervision by observing employees and deducing changes in their performance and attitude. Literature analyzed from organizations such as the UPS, in US indicates that formalization thus initiation of rules and procedures positively influences other processes (Daft, 2007). These processes include specialization and standardization; furthermore, discipline in an organi zation is wholly dependent on the ability to focus on formalization. Finally, bureaucracy propagates hierarchy consequently contributing to respect and adherence to the concepts of scalar chain as exemplified by Fayol. However, Weber failed to forecast a circumstance when a junior person within the hierarchy may need to contact a higher authority, upon notification of his or her immediate boss. This means that scalar chain as exemplified by Weber draws its foundation from hierarchy (Castells, 1996). The benefits of the hierarchy are illustrated exercising power and authority. The weaknesses associated with the bureaucratic model are numerous; however, the most significant entails focusing on the rational and instrumental aspects of human beings. It thus forgets that emotions and societal aspects also affect an organization. This model fails to address moral personality as a determinant of the success of an organization. It is worth mentioning that such a weakness is addressed later in history by Elton Mayo, as exemplified by the human relations theory. This deduces that an organization needs to exist as a technical, social, and economic entity consequently addressing the needs that come with such a position. Secondly, bureaucracy poses a challenge when it comes to the ethical comportment of an organization (Du Gay, 2000). Weber illustrates that this model is a manifestation of ethics since personal capacities are exemplified. However, counter arguments indicate that focusing on leaders and managers consequently forgetting the tactical level amounts to unethical practice. Thirdly, bureaucracy is associated with difficulty in making decisions and executing strategies. This is in light of competitive pressure from an organizations external environment and quality management. Furthermore, increase in the knowledge based roles indicates that decisions need to be made swiftly. This calls for decentralization with the aim of empowering teams and groups so that they can engage in decision-making processes. Consider the following argument that exemplifies the concept mentioned above. Swift decision-making, managing eminence at the point of production and provision of services at the location of customers means that decisions must be made at the lower-levels of an organization (Clegg, Kornberger Pitsis, 2008). These ideologies depart from the principles highlighted by Weber thus highlighting a weakness. Lastly, bureaucracy is cumbersome when poorly executed. Consider General Motors bureaucracy, which is faulted for its inefficiency and diminished productivity. The regional managers indicate that it is impossible to run their branches when directives come from headquarters. These managers have to wait for a long time to receive authorization thus influencing the process (Daft, 2007). Weber visualized an efficient organization that is capable of meeting its objectives through adhering to the concepts of bureaucracy. In conclusion, Webers ideologies focused on a structure of authority that enhances order within an organization. He thus indicates that the model values accountability, precision, reliability and productivity. However, bureaucracy is currently mistaken for officialdom and circumstances associated with red tape. It is noted that organizations currently employing bureaucratic strategies are embroiled in organizational inefficiencies. This is partly attributed to the fusion of this model with unrelated practices. The success of this model is dependent on the effectiveness with which power and authority are exercised in diverse organizational circumstances.

The Adult Spinal Column :: Biology, Tissues

Abstract—Understanding the relationship between repetitive lifting and the breakdown of disc tissue over several years of exposure is difï ¬ cult to study in vivo and in vitro. The aim of this investigation was to develop an asymmetric Porovisco elastic ï ¬ nite element model of a lumbar motion segment that reï ¬â€šects the biological properties and behaviors of in vivo disc Finite element predictions were compared to in vivo measurements published by Tyrrell et al. (1985) of percent change in total stature for two loading protocols, short-term creep loading and standing recovery and short-term cyclic loading with standing recovery. Future models will treat the tissues as poor-assume elastic and 3D in order to be more accurate and the relationship between repetitive lifting and disc degeneration T I. INTRODUCTION he adult spinal column is made up of 26 bones, called vertebrae: 7 cervical in the neck, 12 thoracic in the rib area, 5 lumbar in the lower back, a sacrum and a coccyx. Located between adjacent vertebrae are intervertebral discs. The human intervertebral disc acts as the body’s shock absorber to properly diffuse the stresses that the spine encounters. It is made up of the inner, gel-like nucleus pulposus and the outer annulus fibrosus. Fluid flows through the disc in a diurnal cycle At the beginning of each day, the disc is fully hydrated, but as the day progresses, fluid is forced to flow out of the disc; this flow helps to carry nutrients into and waste out of the disc [1]. The exploration of biomechanical properties of living tissues is fundamental to the analysis of structural behaviour of the musculoskeletal system. It is known that mechanical properties of living tissues are time dependent. Creep, relaxation, constant strain rate loading, and cyclic loading represent the various physiological loading conditions that the human body confronts. For example, higher strain rates of loading can be used for simulating vehicular accidents or trauma, medium strain rates of loading for daily activity, creep for the prolonged static posture, and cyclic loading for work in vibrating environments, i.

The Purpose of Education Essay -- Philosophy of Education Teaching Tea

The Purpose of Education In attempting to define the true purpose for education, people tend to focus on goals, which differ from one person to another. Most Americans approach education as a means to end. Many focus on the possible social, economic, and political benefits that can come from furthering education. While education certainly is capable of producing amazing results in these specific physical realms, perhaps we shouldn’t focus on its material goals, but rather on its mental impact, which is where reason is derived from. Through the use of reason in the form of education, we will be better able to come to terms with ourselves and our environment, which will bring us closer to reaching our full potentials as human beings. It is our advanced intelligence which makes us unique in this world, and perhaps it is the use of reason which will eventually reveal our true purpose of being. The first step toward reaching our full potential deals with gaining a better understanding of ourselves. Simply by being honest with ourselves and using our given ability to reason, we will be better able to come to terms with what is truly our purpose of living. By concerning ourselves with the absolutes of human nature we will be much closer to reality, opposed to an approach that is simply based on already established ideals. Armed with reason and a good understanding of our own human nature we will be more prepared to understand and react to our ... The Purpose of Education Essay -- Philosophy of Education Teaching Tea The Purpose of Education In attempting to define the true purpose for education, people tend to focus on goals, which differ from one person to another. Most Americans approach education as a means to end. Many focus on the possible social, economic, and political benefits that can come from furthering education. While education certainly is capable of producing amazing results in these specific physical realms, perhaps we shouldn’t focus on its material goals, but rather on its mental impact, which is where reason is derived from. Through the use of reason in the form of education, we will be better able to come to terms with ourselves and our environment, which will bring us closer to reaching our full potentials as human beings. It is our advanced intelligence which makes us unique in this world, and perhaps it is the use of reason which will eventually reveal our true purpose of being. The first step toward reaching our full potential deals with gaining a better understanding of ourselves. Simply by being honest with ourselves and using our given ability to reason, we will be better able to come to terms with what is truly our purpose of living. By concerning ourselves with the absolutes of human nature we will be much closer to reality, opposed to an approach that is simply based on already established ideals. Armed with reason and a good understanding of our own human nature we will be more prepared to understand and react to our ...

Three Disciplines

The Three Disciplines all appeal to me in some ways, but if I had to choose between anthropology, psychology, and sociology, I would have to choose psychology. The reasoning behind it will be explained in detail but it can be broken down to three main reasons; being the first discipline with verified results and facts rather than unproven theories, having more post-high school opportunities considering that I wish to pursue a career in business, and being the most in-depth discipline. Psychology has more quantitative information, more interesting career opportunities and more systemized in comparison to anthropology and sociology.My character is very self-assured and I am not convinced easily, so with all my stubbornness, I cannot be persuaded by theory, I need proof. In 1879, Wilhelm Wundt opened the first experimental laboratory in psychology at the University of Leipzig, Germany (WGBH Educational Foundation, 2001). Obviously one would know that the beginning of psychology did not start exactly when the laboratory in Germany was opened, but the first sign of actual documentation and recording of results in a scientific environment was created.Laboratories were places where psychologists like Sigmund Freud, Carl Jung, Ivan Pavlov, B. F. Skinner and more would be taken seriously when they would introduce their ideas of psychoanalytic theory, the conscious and unconscious mind, analytical psychology, collective conscious, unconditioned and conditioned response and stimulus, classical conditioning, and operant conditioning (Collinshaw & Kritzer & Warecki, 2011, p. 59, 61, 64, 65). In the 1870s, zoos became unattended â€Å"laboratories†, especially with the so-called â€Å"ethnological exhibitions† or â€Å"Negro villages†. † (Wikipedia, 2011). The earliest anthropological laboratories were the use of zoos, which is very hard to take seriously, even though it makes sense. Anthropology is the scientific study of the origin, the behaviour , and the physical, social, and cultural development of humans, so studying animals first would be an adequate place to start, since animals are much less complex. Sociology is a relatively new academic discipline. It emerged in the early 19th century in response to the challenges of modernity. † (edu. learnsoc. org, 2011). Sociology itself is behind in comparison to psychology and anthropology so it is expected that it would not have as many legitimate records or working environments as psychology. In the future, I wish to pursue a career involving mainly business courses, just because that is what I like. I enjoy economics, which is basically applying the thought of people to numbers and prices, to get an outcome.I researched the economics program and psychology program at the University of Toronto, and they in fact have no relation together, but within my undergraduate years I am able to take psychology courses along with economics courses. In my perception, I feel like I c an use certain psychology courses to understand the mind better and take advantage of that from a business point of view, and generate profit. Courses like Cross-cultural psychology, and Special Topics in Human Communication can help me delve into the human mind.Cross-culture psychology is the examination of culture-blind and culture-bound aspects of traditional psychology that includes issues of diversity, cultural influences on basic psychological processes, and the impact of culture on social and developmental processes (University of Toronto, 2012). By studying cultural influences, I could maybe create a product that is appealing to today’s Canadian culture. Special Topics in Human Communication is the examination of selected topics in psychological approaches to human communication (University of Toronto, 2012).Communicating better or more efficiently could increase sales of some sort where I would have to encourage and convince people to purchase something. There defini tely are courses in anthropology that can be tied into an economics program that would actually help me in my future career, like Social Theory Through Everyday Life, which explains theories of culture and society, with examples from ordinary life and fantasy and their popular expressions (University Of Toronto, 2012), but the issue is that I have no interest in the study of society as a whole, I would rather study an individual.Sociology courses once again pertain to groups of people rather than the individuals in them, with courses like Women and Work, and Race Class Gender, which are pretty self explanatory (University of Toronto, 2012). As a person of specificity and depth, I wish to study individuals rather than crowds. As I already mentioned, I am a person of depth, and psychology is deep because it is broken up into so many sub-fields or â€Å"Schools of Thought† as our course book labels them. Anthropology only has four sub-fields, and sociology is broken up into seve ral issues to study rather than sub-fields.Psychology consists of biological, clinical, cognitive, comparative, developmental, education and school, evolutionary, industrial, personality, social, and positive (Wikipedia, 2012). In our course so far we have not even covered half of those sub-fields. Anthropology consists of cultural anthropology, archeology, linguistic anthropology, and physical anthropology (Wikipedia, 2012). Our course has covered three out of those four sub-fields already. Traditional focuses of sociology have included social stratification, social class, culture, social mobility, religion, secularization, law, and deviance.Our course has covered some of those issues. Psychology leads with the most sub-fields that probably needed a lot of work to organize and separate, which is why psychology appeals to me the most. In conclusion, psychology is a much more interesting and diverse discipline since it deals with the individual mind rather than society itself. In my future career psychology courses could be very affective if I deal with people face to face. This essay has proven to me and to the reader what opportunities psychology has for me in the future. References * edu. learnsoc. org. History of Sociology. Retrieved from http://edu. earnsoc. org/Chapters/1%20introduction/3%20history%20of%20sociology. htm * University of Toronto. Arts & Science 2011-2012 Fall/Winter Session Timetable for: Sociology [SOC courses]. Looking for the official U of T Faculty of Arts and Science home page?. Retrieved from http://www. artsandscience. utoronto. ca/ofr/timetable/winter/soc. html * University of Toronto. Course Descriptions — Anthropology. (n. d. ). Welcome to the Department of Anthropology — Anthropology. Retrieved from http://anthropology. utoronto. ca/undergraduate/courses * WGBH Educational Foundation. The History of Psychology.Retrieved from http://www. learner. org/discoveringpsychology/history/history_nonflash. html * Wikipedia. A nthropology – Wikipedia, the free encyclopedia. Retrieved from http://en. wikipedia. org/wiki/Anthropology * Wikipedia. History of anthropology – Wikipedia, the free encyclopedia. Retrieved from http://en. wikipedia. org/wiki/History_of_anthropology * Wikipedia. Psychology – Wikipedia, the free encyclopedia. Retrieved from en. wikipedia. org/wiki/Psychology * Wikipedia. Sociology – Wikipedia, the free encyclopedia. Retrieved from http://en. wikipedia. org/wiki/Sociology * * * * * *

Nature vs. Nurture Essay

It is a matter of concern whether human behaviors and characteristics are determined by nature or nurture. If a person’s behavior is inherited directly from the genes of his/her parents or other biological factors, then it is the nature that determines his character. But if the environment that a person grew up in, affects his behavior, then it is the nurture that determines his/her character. It became a great matter of controversy among scientists, psychologists and sociologists. Previously, many people believed that human behavior was instinctive. It can neither be taught nor learned. But later some psychologists came to the conclusion that human behavior is learned throughout the lifetime which is not instinctive. I believe that it is the combination of both nature and nurture that determine one’s characteristics. Nature only or nurture only cannot be the determining factors for one’s behavior and characteristic. A person’s behavior is determined by th e equal blend of nature and nurture. Brent Staples in his essay â€Å"Black Men and Pubic Space† proves that one’s character cannot always be determined by their race which is a biological factor or one’s upbringing and society. But both the nature and the nurture affect the way one behaves, â€Å"I grew up one of the good boys, had perhaps a half dozen fistfights. In retrospect, my shyness of combat has clear sources† (Staples 315). Although the society he lived in was not good, he became a good person. It might be because of his behavior inherited from his parents and the good manner he was taught by his parents. So both nature and nurture by his parents work here and the environment of bad people didn’t affect his behavior. However, he once says that â€Å"Women are particularly vulnerable to street violence, and young black males are drastically overrepresented among the perpetrators of that violence† (Staples315). This makes the reader little confuse whether he himself is b eing racist, but he is actually trying to explain that particularly African American males commit crimes more than others because of the environment they grew up in and the choice they made. This may not be because of particularly being a black man, but because of the culture he has adopted since his childhood. Here he somehow takes the side of nurture. Many black people are assumed to be criminals. People judge them just by their appearance and the impression black people have made in today’s world. But this does not always mean that every black people are criminals and it’s  their biological factor that makes them do crimes. We can take the example of Brent Staple. Even though he was an educated and good person, many people and especially white women fear of him. But he was neither an uneducated person nor a criminal. He was brought up in a good family and properly nurtured by his parents. Therefore, nurturing became the factor for his behavior. Similarly, there are examples given by another author Amy Cunningham in her essay, â€Å"Why Women Smile†. Although she focuses primarily on a smile, she tends to explain the actual cause of one’s behavior. She explains that a smile or particularly a women’s smile comes from both natural happiness as well as the hope of people living around them,  "The behavior seems to be an equal blend of nature and nurture† (Cunningham 190). She further explains that both a normal baby and a blind baby smiles, although it may take a little longer for the blind one. It means that the smiles are natural and should not be taught in all cases. However, there are situations where people and especially women are social pressurized to smile and show a good behavior even if they don’t want to, â€Å"Evidently, a woman’s happy, willing deference is something the world wants visibly demonstrated† (Cunningham 191). It is both natural as well as nurtured along with the situations. For example: It is more likely for a child to be a doctor in the future if his dad is a doctor too. Nature plays an important role here because the intelligence of the child is inherited from his father. But if the child is not given proper care of his education or if the parents encourage him to be something rather than doctor, he may choose other professions too. If the child is given proper care and if he is psychologically prepared that he should be a doctor in the future, nature and nurture plays equal role. There are many debates still going on whether human behavior is affected by nature or nurture. Many psychologists and scientists are still researching on whether it is one’s genes or the environment that affects one’s behavior. Yes, one’s genes affect their characteristics but the environment they are cultured in also affects the way they take actions. Since childhood, people are taught moral education at school and home. They learn how to talk, behave, act and respond. These all are nurture. If they are given good lessons, they will be able to be good in the future. But if one does not get proper guidance, he will turn out to be a morally bad person. These are the examples of human behavior affected by  nurture. When we think about nature, different personality of people develops according to the genetics tendencies. For example it is likely for a person to have the habit of being aggressive if his father or his mother or any of his biological family has the same habit. Also there are many styles of talking, eating or walking that are inherited by oneâ €™s parents or biological family. Paul Theroux somehow agrees the equality of nature and nurture. In his essay â€Å"Being a Man†, he explains how nature and nurture has affected a man to be like a man. According to him a girl since her childhood is encouraged to behave in a cute way but a boy is instructed to behave roughly or so called manly, â€Å"It begins with mother encouraging little girls to say (to other adults? â€Å"Do you like my new dress?† In a sense, little girls are traditionally urged to please adults with a kind of coquettishness, while boys are enjoined to behave like monkeys toward each other.† (Theroux177). This shows how a girl and a boy are nurtured differently which determines their characteristics. Healso takes the side of nature where some different behavior between men and women comes naturally, â€Å"Femininity- being lady-like-implies needing a man as witness and seducer: but masculinity celebrates the exclusive company of men† (Theroux177). We can know from th is that not only a nature of a girl or a boy separates each other from their behavior but also their parents or the environment or the nurturer encourage them to behave separately. Therefore, the behavior is determined by both nature and nurture. In conclusion, it can be stated that human behavior are both the result of nature and nurture. One can neither neglect the effect of biological factors one have on them nor disprove the behaviors that are affected by the environment one is living in. It is important for a person to have a good environment even if his biological parents are good in nature. Also, some characters are inherited from genes of one’s parents that might last forever although he is far from his parents. Therefore, both the nature as well as nurture has equal effect on determining human behavior. Work Cited Staples, Brent. Black Men and Public Space. The Norton Reader: An Anthology of Nonfiction. New York: W.W. Norton & Company, 2012. Print Cunningham, Amy. Why Women Smile. The Norton Reader: An Anthology of Nonfiction. New York: W.W. Norton & Company, 2012. Print Theroux, Paul. Being a Man. The Norton Reader: An Anthology of Nonfiction. New York: W.W. Norton & Company, 2012. Print

Writing and Business Letter

Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic.As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and wo rkers in diverse ethnic and organizational cultures. A.Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading proc ess. Making connections when reading and identifying with authors and their chosen subject matter will help and science.When reading nonfiction, students must learn to separate fact from opinion and recognize a writer's bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer's voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves.Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking & Listening (SSL): Comprehension and Collabo ration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use.ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion diffe rs from that of a newspaper). ERR Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington's Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D.Use precise language and domain-specific vocabulary to manage the complexity of the topic. E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically.WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shor ter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented.SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings , reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. B. Use a colon to introduce a list or quotation. C.Spell correctly. Apply knowledge of language to understand how languag e functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban's Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text's structure help me better understand its meaning? How does fluency affect comprehension?What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer's choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer's product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text's features, structures, and characteristics facilitate the reader's ability to make meaning of the text.Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclus ions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategiesDemonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources:Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer cont ributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author's tone and purpose. One periodLesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author's style. Teacher will guide students in recognition of author's style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process.Students should identify the writer's technique of providing su pport as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features.Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details fro m Lincoln life that fit the definition of a great leader.One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities.Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit.Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author's motive and line of reasoning.Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tr ies o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy.Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author's purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer's use of hyperbole, understatement, and comic d iction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class.Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader's counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials.Lesson 19: Writing an Editorial Students will write first draft of editori al with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing.Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the class room. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit)